Chapter 1: Foundations for Functions
1-1: Sets of Numbers
- 1-1 Notes page:
- Sets of numbers activity:
- Notation Matching cards:
- Also, because many students are familiar with the alligator method of using < and > symbols, I make a huge deal about being able to "read" what the symbol is, as opposed to "eating the larger number." I use 2 flash cards with < and > symbols on them and periodically have them say which symbol it is in their head and then out loud to check.
1-2: Properties of Real Numbers
- Have groups make a poster for each of the 8 properties listed on pg. 14-15. I have them write the property in your own words, title their poster, give 2 different number examples and give an algebra example. Choose who will present which parts to the class.
1-3: Square Roots
- Need a great idea for this section. I notice that students in the past tend are overall weak with this topic which poses a problem when we get to cube roots and fourth roots, etc.
1-4: Simplifying Algebraic Expressions
- 1-4 Exploration worksheet from Holt materials
1-5: Properties of Exponents
1-6: Relations and Functions
- I give students the definition of a function: "for each x value there is one and only one y value."
- To help them understand the difference between relations and functions I use the cell phone example on page 45 in the text.
- Go around activity, I place several examples of functions and relations on the wall around the room and groups go around to all the examples and decide whether it is a function or relation.
(On the 3rd page of attachment make sure to put one closed and one open circle on the graph.)
1-7: Function Notation
- I notice that some students struggle with reading a graph to find f(4), etc. I think that this is an important skill for later math classes, but do not see it much throughout the rest of the text.
1-8: Exploring Transformations
- For the coming year I am thinking about having students use graphing calculators to graph several different parent functions and transformations (up, down, left, and right.) See "Teacher to Teacher" page 58. For each transformed graph I have them write them on a chart like:
| Up | Left |
| Down | Right |
1-9: Introduction to Parent Functions